Sounds simple enough, right? Unfortunately, rubrics are commonly misunderstood and misused.The good news is that when rubrics are created and used correctly, they are strong tools that support and enhance classroom instruction and student learning. In this comprehensive guide, author Susan M. Brookhart identifies two essential components of effective rubrics: (1) criteria that relate to the learning (not the tasks) that students are being asked to demonstrate and (2) clear descriptions of performance across a continuum of quality. She outlines the difference between various kinds of rubrics (for example, general versus task-specific, and analytic versus holistic), explains when using each type of rubric is appropriate, and highlights examples from all grade levels and assorted content areas. In addition, Brookhart addresses* Common misconceptions about rubrics;* Important differences between rubrics and other assessment tools such as checklists and rating scales, and when such alternatives can be useful; and* How to use rubrics for formative assessment and grading, including standards-based grading and report card grades.Intended for educators who are already familiar with rubrics as well as those who are not, this book is a complete resource for writing effective rubrics and for choosing wisely from among the many rubrics that are available on the Internet and from other sources. And it makes the case that rubrics, when used appropriately, can improve outcomes by helping teachers teach and helping students learn.

    The Privileged Poor reveals how—and why—disadvantaged students struggle at elite colleges, and explains what schools can do differently if these students are to thrive.The Ivy League looks different than it used to. College presidents and deans of admission have opened their doors—and their coffers—to support a more diverse student body. But is it enough just to admit these students? In The Privileged Poor, Anthony Jack reveals that the struggles of less privileged students continue long after they’ve arrived on campus. Admission, they quickly learn, is not the same as acceptance. This bracing and necessary book documents how university policies and cultures can exacerbate preexisting inequalities and reveals why these policies hit some students harder than others.Despite their lofty aspirations, top colleges hedge their bets by recruiting their new diversity largely from the same old sources, admitting scores of lower-income black, Latino, and white undergraduates from elite private high schools like Exeter and Andover. These students approach campus life very differently from students who attended local, and typically troubled, public high schools and are often left to flounder on their own. Drawing on interviews with dozens of undergraduates at one of America’s most famous colleges and on his own experiences as one of the privileged poor, Jack describes the lives poor students bring with them and shows how powerfully background affects their chances of success.If we truly want our top colleges to be engines of opportunity, university policies and campus cultures will have to change. Jack provides concrete advice to help schools reduce these hidden disadvantages—advice we cannot afford to ignore.

    It covers the rationale and research on the major models of teaching and applies the models by using scenarios and examples of instructional materials. Because it deals with the major psychological and philosophical approaches to teaching and schooling, Models of Teaching provides a direct link between educational foundations and student teaching. Therefore, the book can provide substantial support to programs taking a reflective teaching or constructivist approach.

    In this brilliantly compact, original, engaging book, Stephen Kotkin shows that the Soviet collapse resulted not from military competition but, ironically, from the dynamism of Communist ideology, the long-held dream for socialism with a human face. The neo-liberal reforms in post-Soviet Russia never took place, nor could they have, given the Soviet-era inheritance in the social, political, and economic landscape. Kotkin takes us deep into post-Stalin Soviet society and institutions, into the everyday hopes and secret political intrigues that affected 285 million people, before and after 1991. He conveys the high drama of a superpower falling apart while armed to the teeth with millions of loyal troops and tens of thousands of weapons of mass destruction. Armageddon Averted vividly demonstrates the overriding importance of history, individual ambition, geopolitics, and institutions, and deftly draws out contemporary Russia's contradictory predicament.

    The method employed is to take the obscurantist vocabulary of monotheism and translate it into plain language. In doing so, the book attempts to show that god worshippers themselves do not understand the things they claim to believe, and by which they live their lives. For the reader who believes in god, this polemical little volume may help them to understand why secularists get so frustrated and infuriated when in debate with god worshippers. For the secularist, this book is a reminder that not everyone is susceptible to reasoned argument. The reminder is a timely one for those who live in an era of the resurgence of Islamic Jihad. A clear understanding of the irrationality of monotheism is something which matters urgently when confronted by the global rise of religious fascism. What is said in this little book will no doubt be found impolite and overly-provocative by those authoritarian people within the politically correct establishment who conflate morality with niceness. They will probably utter the familiar refrain that we ought not to denigrate other people’s deeply and sincerely held beliefs. Instead we should live in a permanent state of apology for the crime of having minds of our own. But religions are no more above criticism than any other ideologies. They have no entitlement to a privileged status. Besides which, large numbers of god worshippers feel free to denigrate and insult everyone else’s deeply and sincerely held beliefs, so why should they have special permission to be hypocrites? Topics covered: 01. God 02. Prayer 03. Worship 04. God the Infinite 05. Immortality and Heaven 06. Soul / Spirit 07. Salvation 08. Faith 09. Spreading The Word 10. Theocracy 11. Theocracy and Nuclear Armageddon 12. God, Guilty of Genocide 13. Religion and Morality are Mutually Exclusive 14. God worship is Immoral 15. God worship is Obscene 16. Everything is God’s Fault 17. If it’s in The Book, then it Must be True 18. Claiming Incomprehensible Beliefs 19. Is Islamism the New Fascism? 20. The Moderates

    Drawing upon new research in psychology, education, and cognitive science, the authors have demystified a complex topic into clear explanations of seven powerful learning principles. Full of great ideas and practical suggestions, all based on solid research evidence, this book is essential reading for instructors at all levels who wish to improve their students' learning." --Barbara Gross Davis, assistant vice chancellor for educational development, University of California, Berkeley, and author, Tools for Teaching"This book is a must-read for every instructor, new or experienced. Although I have been teaching for almost thirty years, as I read this book I found myself resonating with many of its ideas, and I discovered new ways of thinking about teaching." --Eugenia T. Paulus, professor of chemistry, North Hennepin Community College, and 2008 U.S. Community Colleges Professor of the Year from The Carnegie Foundation for the Advancement of Teaching and the Council for Advancement and Support of Education"Thank you Carnegie Mellon for making accessible what has previously been inaccessible to those of us who are not learning scientists. Your focus on the essence of learning combined with concrete examples of the daily challenges of teaching and clear tactical strategies for faculty to consider is a welcome work. I will recommend this book to all my colleagues." --Catherine M. Casserly, senior partner, The Carnegie Foundation for the Advancement of Teaching"As you read about each of the seven basic learning principles in this book, you will find advice that is grounded in learning theory, based on research evidence, relevant to college teaching, and easy to understand. The authors have extensive knowledge and experience in applying the science of learning to college teaching, and they graciously share it with you in this organized and readable book." --From the Foreword by Richard E. Mayer, professor of psychology, University of California, Santa Barbara; coauthor, e-Learning and the Science of Instruction; and author, Multimedia Learning

    Rather than a set of fixed lessons, Visible Thinking is a varied collection of practices, including thinking routines, small sets of questions or a short sequence of steps as well as the documentation of student thinking. Using this process thinking becomes visible as the students' different viewpoints are expressed, documented, discussed and reflected upon. Helps direct student thinking and structure classroom discussion.Can be applied with students at all grade levels and in all content areas. Includes easy-to-implement classroom strategies.The book also comes with a DVD of video clips featuring Visible Thinking in practice in different classrooms.

    This book displays the striking creativity and profound insight that characterized Freire's work to the very end of his life-an uplifting and provocative exploration not only for educators, but also for all that learn and live.

    Throughout their highly personal conversations recorded here, Horton and Freire discuss the nature of social change and empowerment and their individual literacy campaigns. The ideas of these men developed through two very different channels: Horton's, from the Highlander Center, a small, independent residential education center situated outside the formal schooling system and the state; Freire's, from within university and state-sponsored programs. Myles Horton, who died in January 1990, was a major figure in the civil rights movement and founder of the Highlander Folk School, later the highlander Research and Education Center. Paulo Freire, author of Pedagogy of the Oppressed, established the Popular Culture Movement in Recife, Brazil's poorest region, and later was named head of the New National Literacy Campaign until a military coup forced his exile from Brazil. He has been active in educational development programs worldwide. For both men, real liberation is achieved through popular participation. The themes they discuss illuminate problems faced by educators and activists around the world who are concerned with linking participatory education to the practice of liberation and social change. How could two men, working in such different social spaces and times, arrive at similar ideas and methods? These conversations answer that question in rich detail and engaging anecdotes, and show that, underlying the philosophy of both, is the idea that theory emanates from practice and that knowledge grows from and is a reflection of social experience.

    D. Hirsch, Jr. offers a masterful analysis of how American ideas about education have veered off course, what we must do to right them, and most importantly why. He argues that the core problem with American education is that educational theorists, especially in the early grades, have for the past sixty years rejected academic content in favor of “child-centered” and “how-to” learning theories that are at odds with how children really learn.  The result is failing schools and widening inequality, as only children from content-rich (usually better-off) homes can take advantage of the schools’ educational methods.Hirsch unabashedly confronts the education establishment, arguing that a content-based curriculum is essential to addressing social and economic inequality. A nationwide, specific, grade-by-grade curriculum established in the early school grades can help fulfill one of America’s oldest and most compelling dreams: to give all children, regardless of language, religion, or origins, the opportunity to participate as equals and become competent citizens. Hirsch not only reminds us of these inspiring ideals, he offers an ambitious and specific plan for achieving them.

    Through clear explanation, specific examples, and practical exercises, Dr. Miller offers a step-by-step process for developing your skillfulness in empathic listening. With a solid basis in sixty years of scientific research, these communication skills are not limited to professionals, and can be learned and applied in your everyday life. Instead of assuming that you know the meaning of what you think you heard, empathic listening lets you develop a more accurate understanding and prevent miscommunication. Empathic understanding can help to deepen personal relationships, alleviate conflict, communicate across differences, and promote positive change. The author also discusses skills for expressing yourself clearly, and for strengthening close relationships and friendships. Through empathic understanding you have access to life experience far beyond your own, and over time, listening well and deeply becomes a way of being, fostering a compassionate and patient acceptance of human frailties--those of others as well as your own. ""The quality of empathic listening that Carl Rogers brought to us decades ago, that unlocks treasures of intimacy, trust, peace and healing, is alive and well in Bill Miller's own unique voice, as he extends the meanings of this vital relational element for today's world. Readily integrated into our everyday lives and the larger cultures of human conflict, my hope is that we choose to live out the delicate yet strong principles of connection that Listening Well offers us."" --Gay Leah Barfield, Co-Founder and Former Director, Carl Rogers Institute for Peace, Center for Studies of the Person, La Jolla, California ""If there ever was a time for Listening Well, it is now. In its pages, we learn to use our ears to dissolve differences, open hearts, and build bridges. Nothing more needs saying."" --Scott D. Miller, Director, International Center for Clinical Excellence ""Listening Well is a super moon in the dark night sky: brilliant, absorbing, and illuminating. Bill Miller, co-developer of the revolutionary motivational interviewing, blends art and science in teaching the quintessential skills of listening and in fostering human connection."" --John C. Norcross, Professor of Psychology, University of Scranton ""Listening Well is a terrific, hands-on book for individuals or groups dedicated to caring relationships. Full of insight and practical exercises to improve listening skills, I highly recommend it to professionals and lay people alike."" --Debra Engquist, Retired Pastor ""Listening Well is about much more than listening. This short, easy-to-read book provides a brief course in human relationships. With many useful explanations, examples, and exercises, the author demonstrates the what, why, and how of empathy in human interaction. The book is eminently useful for those who want to or need to improve their listening and relationship skills at work or in personal settings."" --Howard Kirschenbaum, Former Chair, Counseling and Human Development, University of Rochester Dr. William R. Miller is Emeritus Distinguished Professor of Psychology and Psychiatry at the University of New Mexico, with over forty years of experience in teaching empathic understanding. His many books include Lovingkindness, Quantum Change, Motivational Interviewing, and Portals: Two Lives Intertwined by Adoption.

    This highly visual, non- technical survey emphasizes broad, up-to-date coverage of basic topics and principles in geology, oceanography, meteorology, and astronomy. The text's flexible design lends itself to the diversity of Earth science courses in both content and approach. As in previous editions, the main focus is to foster student understanding of basic earth science principles.

    Are high moral standards essential or should we give our preference to the pragmatist who gets things done or negotiates successfully? Should individuals be motivated by a desire for personal power and prestige, or genuine concern for the moral betterment of the citizens? These questions go to the heart of Athenian democratic principles and are more relevant than ever in today's political climate.

    Shattered perceptions and shards of narrative recount the events, from wreck through recovery and beyond. In lyric prose, the stories spiral back through generations to touch on questions of mortality and family, immigration and migration, legacies intended or inflicted. In the wake of her near-fatal cycling collision, Peggy Shumaker searches for meaning within extremity. Through a long convalescence, she reevaluates her family’s past, treating us to a meditation on the meaning of justice and the role of love in the grueling process of healing. Her book, a moving memoir of childhood and family, testifies to the power of collective empathy in the transformations that make and remake us throughout our lives. We all live with injury and loss. This book transforms injury, transforms loss. Shumaker crafts language unlike anyone else, language at once poetic and profound. Her memoir enacts our human desire to understand the fragmented self. We see in practice the power of words to restore what medical science cannot: the fragile human psyche and its immense capacity for forgiveness.

    Essential reading for those preparing ALL students to think critically, write well, and succeed academically in both high school and college. Jim Burke, Author of The English Teacher's Companion and What's the Big Idea?Argument writing can be difficult to teach, but it may be the most important set of skills we teach in English. According to the National Common Core Standards, by the end of high school, students should be able to write arguments to support claims with clear reason and relevant evidence-and they should be able to do so well.Designed for middle and high school students, the activities in this book will enable students to write strong arguments and evaluate the arguments of others. When they are through, students will be able, as the Common Core Standards ask, to Delineate and evaluate [an] argument and specific claims...including the validity of the reasoning [and] the relevance and sufficiency of the evidence. Developed by George Hillocks, Jr. and others in diverse inner city classrooms in Chicago, students are easily engaged in the lively problem-solving approach detailed in this book.Teaching Argument Writing begins with how to teach simple arguments and moves onto those that are more complex, showing step-by-step how to teach students to write and evaluate:arguments of fact arguments of judgment arguments of policy Student handouts, activities, and models of classroom discussions are provided to help you bring these methods to your classroom. Among other things, Hillocks guides you through teaching your students:how judgments are made in the real world how to make literary judgments based on criteria how to develop and support criteria for arguments.